 My name is Lorraine Moore, I teach gifted and talented students in grades 4 and 5 in Spartanburg School District 3, and that's in Spartanburg, South Carolina. My project, Solar Science, Solar Society is geared to helping 4th and 5th graders learn about solar energy as scientists by doing controlled experiments. On both, we started with 61 degrees, and without the solar panels we got 72, and when we started with, we got 81. Okay, what else have you discovered or noticed about these devices, either through just examining them and their packaging, or through your research that you just did? I noticed they all really store most of the energy before they actually really use it. Ah, so they all have a way of storing energy. That's an important observation. I was also interested in the critical thinking it would engage my students in as they considered pros and cons, debated the pros and cons of a move to solar energy. So there wouldn't be that many oil spills, and so there would be a cleaner society. If the sun is behind the clouds one day, maybe they wouldn't have any power to run things like ovens or libel or refrigerators. Well, actually they do because they have a lot of energy stored. A debate brings out some powerful reasoning and higher level thinking in students, and they have to consider the issues, they have to consider the points of view of all stakeholders. My stakeholders group was the electric companies, and since the electric companies were made to produce electricity for other homes, they would have to close down and lose most of the jobs for other people. My stakeholders are environmentalists, and they would go for solar energy. My stakeholders is the oil producers, and I think their point of view would be negative. Well, my stakeholder is the citizens, and I think they would like it very much because they wouldn't have to pay as much money for the electricity bills. They could save a lot of money, but they would have to spend a lot of money to get all the solar stuff for your house, because it would take a lot of money to make your whole house solar. Even though they would have to spend a lot of money in the long run at the end after they've done all, but all the cars and changed the house, they would still have money. And they would pay the money back then. Yeah, I agree with you. Yeah, because the jobs... They're becoming much more confident with taking problems that are messy, maybe not perfectly clear-cut school-type problems, but messy real-life problems, like should our society move to solar energy? And reasoning questions like that out, finding relevant information to bring the bears on the question, considering other points of view. So just overall, I think they've gained a lot of confidence as problem solvers, real-world problem solvers. What learning from our solar science, solar society unit do you think you'll be able to use in the future? Well, I'm interested in politics, and when I grow up, I would like to know about solar energy just in case the world wants a child to make more houses go green. Well, I thought it would be pretty cool. It's like the government put up solar panels on the White House, so people would learn that you wouldn't have to pay as much money for electricity and things like that. Okay, and we're going to be looking for that on the news. Solar panels on the White House.